scholarly journals “As a Social Studies Teacher Who am I?” Analyzing in Service Social Studies Teachers’ Perception of Social Studies Teacher Via Metaphors

2012 ◽  
Vol Volume 7 Issue 2 (7) ◽  
pp. 821-838
Author(s):  
Banu ÇULHA ÖZBAŞ
Keyword(s):  
Social Studies ◽  
Social Studies Teachers ◽  
Social Studies Teacher

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

2018 ◽  
Vol 13 (1) ◽  
pp. 113-126
Author(s):  
Alicia R. Crowe ◽  
Evan Mooney ◽  
Todd S. Hawley
Keyword(s):  
Social Studies ◽  
Student Teaching ◽  
Common Good ◽  
Teaching Experience ◽  
Social Studies Teachers ◽  
Content Type ◽  
The Common Good ◽  
Social Studies Teacher ◽  
The Common ◽  
Social Studies Teaching

Purpose The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience. Design/methodology/approach The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?” Findings The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally. Originality/value The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

scholarly journals STUDY OF SECONDARY SCHOOL SOCIAL STUDIES TEACHER UNDERSTANDING ABOUT GEOGRAPHY LITERATION

2017 ◽  
Vol 26 (2) ◽  
pp. 205
Author(s):  
Sugiyanto Sugiyanto
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Random Sampling ◽  
Survey Method ◽  
Social Studies Teachers ◽  
Teacher Understanding ◽  
Social Studies Teacher ◽  
The Right

This study aims to: (1) know the teacher's understanding about the concept of Geography as a platform in Social Studies learning; (2) know the teacher's understanding about geography literacy as a platform in Social Studies learning; and (3) study the right literacy concept as platform for Social Studies lesson. This research uses survey method. The subjects of the study were Social Studies teachers in Surakarta City. Sampling using startified random sampling. The results showed: 1) 76% of respondents do not understand about Geography as a platform in Social Studies learning; 2) 80% of respondents have not understood geography literacy; 3) Edelson's geography literature which consist of interaction, interconnection, and implication components can be used as an alternative to the implementation of Geography policy as a Platform in Social Studies.

scholarly journals PERAN GURU IPS TERPADU DALAM PEMBENTUKAN KARAKTER SISWA DI SEKOLAH MENENGAH PERTAMA (SMP) NEGERI 05 TEMPUNAK TAHUN PELAJARAN 2018/2019

2021 ◽  
Vol 6 (1) ◽  
pp. 33-42
Author(s):  
Yulia Suriyanti ◽  
Yunita Astikawati
Keyword(s):  
Social Studies ◽  
Junior High School ◽  
Learning Process ◽  
School Environment ◽  
Role Models ◽  
Social Studies Teachers ◽  
School Year ◽  
Social Studies Teacher ◽  
Character Building

Behavioral deviations that are often carried out by students in the school environment both in the learning process and outside the learning process. This study is to find out how the character of students, the role of Integrated Social Studies teachers, and supporting and inhibiting factors in forming student character. This research is a descriptive qualitative study, subjects of Integrated Social Studies teachers, Principals and 6 students. Instrument for observation, interview and documentation research. The results showed that the Role of  Integrated Social Studies Teacher in Character building Students in State Junior High School 05 Tempunak 2018/2019 School Year includes instructors, mentors, educators, demonstrators, evaluators, motivators, advisors, role models, mediators and facilitators, trainers, individuals, workers routine, actor, and preservative. While the characters formed in students are diligent, honest, resilient/persistent, trustworthy, responsible, hard-working, willing to work together, and be polite, lazy, likes to lie, likes to cheat, want to win alone/selfish, said harshly and like to bully friends.

scholarly journals Peran guru IPS sebagai pendidik dan pengajar dalam meningkatkan sikap sosial dan tanggung jawab sosial siswa SMP

2017 ◽  
Vol 4 (1) ◽  
pp. 1-13
Author(s):  
Edy Surahman ◽  
M. Mukminan
Keyword(s):  
Social Studies ◽  
Social Responsibility ◽  
Positive Influence ◽  
Social Attitudes ◽  
Social Studies Teachers ◽  
Social Attitude ◽  
The Social ◽  
Social Studies Teacher ◽  
Simple Regression Analysis

Penelitian ini bertujuan untuk: (1) mengetahui peran guru IPS sebagai pendidik dan pengajar di SMP Negeri 1 Pangkajene Sidrap; (2) mengetahui sikap sosial siswa SMP Negeri 1 Pangkajene Sidrap; (3) mengetahui tanggung jawab sosial siswa SMP Negeri 1 Pangkajene Sidrap; (4) mengetahui pengaruh peran guru IPS sebagai pendidik dan pengajar dalam meningkatkan sikap sosial siswa SMP Negeri 1 Pangkajene Sidrap; dan (5) mengetahui pengaruh peran guru IPS sebagai pendidik dan pengajar dalam meningkatkan tanggung jawab sosial siswa SMP Negeri 1 Pangkajene Sidrap. Analisis data penelitian ini menggunakan analisis regresi linear sederhana. Hasil penelitian menunjukkan: (1) sumbangan peran guru IPS sebagai pendidik dan pengajar sebesar 62,7%; (2) sumbangan sikap sosial siswa SMP Negeri 1 Pangkajene Sidrap sebesar 67,1%; (3) sumbangan tanggung jawab sosial siswa SMP Negeri 1 Pangkajene Sidrap sebesar 62,7%; (4) peran guru IPS sebagai pendidik dan pengajar terbukti berpengaruh positif dalam meningkatkan sikap sosial siswa; (5) peran guru IPS sebagai pendidik dan pengajar juga terbukti berpengaruh positif dalam meningkatkan tanggung jawab sosial siswa. Jadi dapat disimpulkan bahwa guru mata pelajaran IPS sebagai pendidik dan pengajar dapat mempengaruhi sikap sosial dan tanggung jawab sosial siswa dengan cara guru memberikan contoh langsung dan spontan pada siswa.Kata Kunci: peran guru, sikap sosial, tanggung jawab sosial, guru IPS THE ROLE OF SOCIAL STUDIES TEACHER AS AN EDUCATOR AND TEACHERS ON INCRASE THE SOCIAL ATTITUDE AND SOCIAL RESPONSIBILITY STUDENTS OF SMPAbstractThis study aims to: (1) determine the role of Social Studies teachers as educators and teachers in SMP Negeri 1 Pangkajene Sidrap; (2) determine social attitudes of students of SMP Negeri 1 Pangkajene Sidrap; (3) determine the social responsibility of students of SMP Negeri 1 Pangkajene Sidrap; (4) the effect of the role of Social Studies teachers as educators and teachers on the social attitudes of students SMP Negeri 1 Pangkajene Sidrap; and (5) the effect of the role of Social Studies teachers as educators and teachers to social responsibility of students SMP Negeri 1 Pangkajene Sidrap. The data analysis used simple regression analysis. Finding of this research shown (1) contribution the role of Social Studies teachers as educators and teachers is 62.7%; (2) contribution social attitudes of students SMP Negeri 1 Pangkajene Sidrap is 67.1%; (3) contribution social responsibility of students SMP Negeri 1 Pangkajene Sidrap is 62.7%; (4) the role of Social Studies teachers as educators and teachers proved to be a positive influence on increase students' social attitude; (5) the role of Social Studies teachers as educators and teachers also proved a positive influence on increase the students' social responsibility. So it can be concluded that the Social Studies teachers as educators and teachers can influence social attitudes and social responsibility of students with the teacher gives examples for students directly and spontaneously.Keywords: role of teachers, social attitude, and social responsibility, social studies teachers

scholarly journals Prospective Social Studies Teachers’ Evaluations of Their Own Oral History Experiences Related to Turkey’s Recent History

2018 ◽  
Vol 6 (10) ◽  
pp. 123
Author(s):  
Hülya Çelik
Keyword(s):  
Social Studies ◽  
Oral History ◽  
Recent History ◽  
Social Studies Teachers ◽  
Oral Histories ◽  
Structured Interviews ◽  
Social Studies Teacher ◽  
Phenomenological Research Design ◽  
The Republic ◽  
Faculty Of Education

This study examined how prospective social studies teachers evaluate their experiences conducting oral histories regarding Turkey’s recent history. The research was completed in a course called History of the Republic of Turkey in the Faculty of Education at Sakarya University. Thirty-four social studies teacher candidates participated in the study. Based on a phenomenological research design (a qualitative research method), the data were obtained via semi-structured interviews consisting of 5 questions developed for this study. Content analysis was used to analyze the data. The prospective social studies teachers reported that their experiences completing oral histories related to recent Turkish history positively affected their views of the study of history and that their oral history experiences exposed them to diverse perspectives. The primary difficulties they encountered conducting their oral histories concerned the source persons they did oral histories. They also reported that they would like to practice oral history in their future social studies classes.

scholarly journals The analysis of pre-service social studies teachers' academic self-efficacy

2016 ◽  
Vol 6 (4) ◽  
pp. 413-446 ◽  
Author(s):  
Osman Sabanci ◽  
Salih Uslu
Keyword(s):  
Social Studies ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Personal Information ◽  
Social Studies Teachers ◽  
State University ◽  
Exam Preparation ◽  
Social Studies Teacher ◽  
Efficacy Research ◽  
Academic Self Efficacy

The purpose of this study is to determine the pre-service social studies teachers' academic self-efficacy. Research data were obtained from a total of 433 pre-service teachers who studied at the department of social studies at a state university in Ankara in 2013-2014 academic years. In this research involving the use of mixed method, "Academic Self-Efficacy Scale" developed by Jerusalem and Schwarzer (1981) and adapted to Turkish by Yılmaz, Gürçay and Ekici (2007) and "Personal Information Form" and "Academic Self-Efficacy Oriented Opinion Form" developed by researchers were used. It has been concluded on the quantitative dimension of the research that academic self-efficacy of the pre-service teachers shows statistically significant differences in terms of gender variable, and it does not show statistically significant differences in terms of class, daily study time and regular use of the library, reason for choosing social studies teacher education program and the number of books that they read other than textbooks after starting the college. On the qualitative dimension of the research the obtained data supported the pre-service teachers in terms of "feeling competent in the academic sense", "study and exam preparation habits" and "college expectations".

scholarly journals KOMPETENSI PEDAGOGIK GURU IPS BERSERTIFIKAT PENDIDIK DI SMP NEGERI 1 BANJARMASIN

Jurnal Socius ◽  
2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Sania Sania
Keyword(s):  
Data Collection ◽  
Social Studies ◽  
Learning Activities ◽  
Social Studies Teachers ◽  
Teacher Competence ◽  
Factor B ◽  
Factors Affecting ◽  
Pedagogical Competence ◽  
Social Studies Teacher ◽  
Certified Teacher

The purpose of this research is to investigate: (1) The pedagogical competence of IPS certified teachers in SMP Negeri 1 Banjarmasin, (2) The factors affecting Social Studies certified teacher competence in SMP Negeri 1 Banjarmasin. The data collection techniques used were observation, interviews, and documentation. The results show that (1) There are still short comings of the pedagogic competence of certified social studies teachers in SMP Negeri 1 Banjarmasin. Of the seven pedagogical components, there are three components that are not maximally applied, among others are understanding the characteristics of students, lacking of learning activities that utilizes the use of ICT, problems in assessmentandevaluation referring to the2013 Curriculum;(2) Factors affecting pedagogic competence of certified social studies teachers in SMP Negeri 1 Banjarmasin are: a) Input factor; b) Nurturing problem of the certified social studies teachers in SMP Negeri 1 Banjarmasin by the Municipal Education Authorities and the Principal, and c). Internal problems of teachers. In realizing competent and professional teachers, alls take holders must play a role and show responsibility in fostering sustainable teacher professionalism.Keywords: Pedagogic Competence, Social Studies Teacher, Educator’s CertificateTujuan dari penelitian ini adalah untuk mengetahui: (1) kompetensi pedagogik guru bersertifikat IPS di SMP Negeri 1 Banjarmasin, (2) Faktor-faktor yang mempengaruhi Ilmu Sosial bersertifikat kompetensi guru di SMP Negeri 1 Banjarmasin. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa (1) Masih kekurangan dari kompetensi pedagogik guru IPS bersertifikat di SMP Negeri 1 Banjarmasin. Dari tujuh komponen pedagogis, ada tiga komponen yang tidak maksimal diterapkan, antara lain memahami karakteristik siswa, kurang dari kegiatan pembelajaran yang memanfaatkan penggunaan ICT, masalah dalam penilaian dan evaluasi mengacu pada 2013 Kurikulum; (2) Faktor-faktor yang mempengaruhi kompetensi pedagogik guru IPS bersertifikat di SMP Negeri 1 Banjarmasin adalah: a) faktor input; b) Memelihara masalah guru studi bersertifikat sosial di SMP Negeri 1 Banjarmasin dengan Otoritas Pendidikan Kota dan Kepala Sekolah, dan c). masalah internal guru. Dalam mewujudkan guru yang kompeten dan profesional, semua pemangku kepentingan harus berperan dan menunjukkan tanggung jawab dalam membina profesionalisme guru berkelanjutan.Kata kunci: Pedagogik Kompetensi, Ilmu Sosial Guru, Pendidik Sertifikat

scholarly journals Strategi Guru Ilmu Pengetahuan Sosial dalam Mengoptimalkan Aspek Afektif Peserta Didik di SMPN 8 Pamekasan

2021 ◽  
Vol 3 (2) ◽  
pp. 237-256
Author(s):  
Agung Widiyanto Santoso ◽  
Sahrul Romadhon
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Phenomenological Research ◽  
Qualitative Approach ◽  
Social Studies Teachers ◽  
Optimal Learning ◽  
Teacher Strategies ◽  
The Social ◽  
Social Studies Teacher ◽  
The Impact

The teacher's strategy in optimizing the affective aspects of students is a very important thing in education because the affective aspects will relate to the interests and attitudes of students in learning. This study aims to determine the strategies of social studies teachers in optimizing the affective aspects of students at SMPN 8 Pamekasan, to determine the impact of implementing the social studies teacher strategies in optimizing the affective aspects, and the supporting and inhibiting factors in the social studies teacher strategies in optimizing the affective aspects of students. This study uses a qualitative approach to the type of phenomenological research. From this research, it is known that there are several strategies that social studies teachers use in optimizing the affective aspects of students, starting from pre-learning, during learning and post-learning, all of which is done in order to get optimal learning outcomes from students at school.  

scholarly journals Degree of knowledge and practice of social studies teachers in the intermediate stage of structural theory in the city of Riyadh: درجة معرفة وممارسة معلمات الدراسات الاجتماعية بالمرحلة المتوسطة في مدينة الرياض للنظرية البنائية

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Hanan Ali Hamad Al Harthy
Keyword(s):  
Social Studies ◽  
Intermediate Stage ◽  
Social Studies Teachers ◽  
Practical Application ◽  
Intermediate School ◽  
Social Studies Teacher ◽  
Advanced Knowledge ◽  
Descriptive Approach ◽  
Knowledge And Practice ◽  
The City

The aim of this research is to identify the immediate grade social studies teachers practicing Constructivism theory in Riyadh. As well as , the effect of (experience) on the sample answers. Descriptive approach and questionnaire were used in this research as a tool to achieve research objectives. In addition, the research has been undertaken on a fifty – social studies teacher as a random sample which has been chosen from intermediate school in Riyadh. The results indicate that social studies teacher have an advanced knowledge and an average practical application of Constructivism. Besides, the results confirm that there is no statistically significant differences of sample responses were affected by experience.

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